This course will cover the context of legislation, EYFS Safeguarding and Welfare Requirements, and the Local Safeguarding Children Board procedures:
The course will enable the manager and/or safeguarding lead practitioner to develop a child protection policy and to communicate appropriately with staff and parents about the issues.
Updated safeguarding requirement September 2016 - "During term time, or when the setting is in operation, the designated safeguarding lead or an appropriately trained deputy should be available during opening hours for staff to discuss safeguarding concerns."Essential Information
This workshop provides a comprehensive and enjoyable introduction to working with the Makaton Core Vocabulary. The aim of the course is to familiarise participants with the introductory concepts and the history and development of Makaton.Essential Information
These sessions aim to:
Who should attend?
SENCOs and managers in early years foundation stage settings. Other early education practitioners interested in developing their SEN knowledge and practice with a view to considering a SENCO role in the future. Early years foundation stage school staff. All three sessions must be attended.
Session 1: Setting the Scene
General Good Practice
SEN Code of Practice and SEND Reforms
Benefits of inclusion
The Graduated Response (Assess) - Identifying children with SEND
Role of Senco
Session 2: Providing and Managing SEN Support
The Graduated Response (Plan, Do, Review) - providing support for children identified with SEND
Recording SEN support – looking at different examples of SEN Support Plans
Writing SEN Support plans including devising ‘SMART’ targets and planning strategies
Task analysis – making targets achievable by breaking tasks down into small steps
Using the Early Years Developmental Journals to help identify targets
Session 3: The Wider Picture: Working with Others
Reviewing SEND legislation – The Children and Families Act 2014 and The Code of Practice 2014
Roles and Responsibilities in Early Years settings
Using the SEN and Disability in the Early Years Toolkit (Council for Disabled children)
Parent’s perspective - working in partnership; including the Kübler-Ross model ‘The Five Stages of Grief’
Working with other agencies
Statutory Assessment process and Education, Health and Care Plans
Equality Act 2010 - Disability discrimination and key duties
Effective, assertive communication can make all the difference in establishing and maintaining positive and professional dialogue with colleagues, parents and other agencies.
This workshop will explore a range of essential elements for effective communication and provide an opportunity to develop skills in listening and delivering a clear message, giving greater confidence in conversation with others.
Suitable for all early years practitioners the day will also explore how these skills and other strategies can be used for successfully managing difficult conversations with a range of stakeholders and colleagues.
A practitioner must be designated to take lead responsibility for safeguarding children in every setting. Childminders must take the lead responsibility themselves. The lead practitioner is responsible for liaison with local statutory children's services agencies, and with the LSCB. They must provide support, advice and guidance to any other staff on an ongoing basis, and on any specific safeguarding issue as required. The lead practitioner must attend a child protection training course that enables them to identify, understand and respond appropriately to signs of possible abuse and neglect.
It is expected that delegates will refresh this training every three years.Essential Information
These sessions aim to further develop the skills of early years providers in identifying and providing for children with SEND. Each session will provide information to aid understanding of the child’s experience and needs.There will be opportunities to share strategies to use when supporting these children.
Course activities will include:
Presentation and handouts
Small group discussions & tasks
There are five separate sessions and you can attend as many or as few as you feel appropriate.
This session will cover:
What are Autistic Spectrum Conditions? Triad of impairments. Initial concerns/diagnostic pathway. Understanding key ideas behind intervention approaches. Strategies to support communication, interaction, play and learning in schools/settings. Associated sensory needs.
This is a practical day based on experience with children who can behave in ways that others find challenging or difficult. The course aims to develop an understanding of challenging behaviour: causes, methods of prevention, and how to respondEssential Information
An introduction to the persona dolls and their stories
Promoting inclusion, equality and emotional literacy through persona dolls
Observing the doll being used
Sharing stories and ideas
An opportunity to borrow a doll to trial in your setting